Prevalence and correlates of math anxiety in Turkish high school students

Abstract

This thesis is based on a study investigating the prevalance and correlates of math anxiety among Turkish high school students. It was carried in two phases. First, two scales were developed for the measurement of math anxiety and attitudes toward mathematics; then, the relationships between math anxiety and achievement, test anxiety, sex , vocational choice and math attitudes were studied. For the development of the two scales, a pilot study was conducted on 150 students of Istanbul Lisesi. The reliabilities of the Math Anxiety Scale (MANX) and the Math Attitude Scale (MATT) were established through alpha and item total correlation coefficients. For the validity of the Math Anxiety Scale (MANX), the Turkish form of Math Anxiety Rating Scale (MARS-A) and the Turkish form of Test Anxiety Inventory (TAl) were administered to the students and their math grades were obtained. Product moment correlation tec hniq ues showe d that the hypothesized positive correlation between MANX and MARS-A and TAl, and the negative correlation between MANX and grades existed presenting evidence for the validity of MANX. A factor analysis on the MATT as well as judgemental ratings ensured the validity of the MATT. In the second part of the study, 380 students of lise I from five different schools of Istanbul participated. The subjects were adminstered the MANX, the MATT, the TAl a brief questionnaire for demographic information, and their math grades were obtained. A low level of math anxiety was observed in lise I students in general. Significant correlations were found between math anxiety and math grades, test anxiety and attitudes towards mathematics. There were sex differences in the math anxiety levels and the scores on the Perception of Mathematics as a Male Domain subscale of the MATT. Sex differences also existed in the correlations between math anxiety and various attitudinal variables. Math anxiety was also- found to be related to choice of a major and vocational undecidedness in lise I students.